Prairie South School Division A Time for Significant Leadership Catalyst Leadership Team Key Messages DRAFT – October 21, 2008 The work of the Catalyst Leadership Team is to support schools within the division to plan and set goals in First Nations and Métis Education (FNME). These goals are intended to be connected to the division’s continuous improvement plan, as well as existing school learning improvement plans.
WHY FNME?
Why First Nations and Métis Education is a Priority for the Government
The continued success of our province lies with the transformation of our existing systems and institutions to embrace and reflect the needs and voices of all our people. Publicly funded education has a critical role to play in ensuring that every child and young person has the opportunity to achieve learning success and grow to become community and global citizens. Schools are the public institution with the capacity and responsibility to foster shared understanding and respect among diverse groups. SASKATCHEWAN’S DEMOGRAPHIC SHIFT. In 2001, 13.5% of Saskatchewan’s population described themselves as First Nations or Métis. Saskatchewan has the second highest proportion of First Nations and Métis population in the country. The First Nations and Métis population is, on average, ten years younger than the non-Aboriginal population in Saskatchewan. It is expected that by 2016 approximately 45% of the children entering kindergarten will be of First Nations or Métis ancestry. A MORAL IMPERATIVE: Need for Significantly Improved Learning Outcomes. In Saskatchewan, only 30% of First Nations and Métis peoples aged 15-24 years have completed at least high school education. First Nations and Métis students have a higher dropout rate and lower high school completion rate than non-Aboriginal K-12 students. In recognition of the increased expectation for accountability and improved outcomes for all children and youth in the province, it is necessary to reinforce the need for equitable outcomes for First Nations and Métis learners. AN ECONOMIC IMPERATIVE: Need for Enhanced Labour Market Attachment for First Nations and Métis Peoples. Saskatchewan has an aging population that is remaining constant. The young and growing population of First Nations and Métis children and youth is potentially Saskatchewan’s greatest asset in meeting the challenges associated with an aging workforce. The current unemployment rate among First Nations and Métis peoples in Saskatchewan is 23% compared to the unemployment rate for Saskatchewan’s total population at fewer than 5%. A HISTORICAL IMPERATIVE: Need to Respect Treaty Obligations. The Constitution of Canada recognizes and affirms the existing Aboriginal and treaty rights of First Nations and Métis peoples of Canada. These rights reflect a responsibility for federal and provincial governments to work in partnership with First Nations and Métis peoples to achieve equitable outcomes.
What is FNME? It is “Learning Excellence” for everyone. It is based on national and local statistics and data that tell us there is a need for improve in this area. It is based on provincial education policy goals and principles. It is learning from the land and looking at our geographical area as a place that is rich with the history of FNM Peoples. It is recognizing that despite low current populations of FNM Peoples, there were once many people that lived here. Demographic data tell us that in the future the population will rise. It strengthens what we are already doing – differentiated and inclusive education, and provides opportunities to include traditional pedagogical practices, such as Talking Circles. It is an opportunity to unify our division/province/people, and to see the common threads and shared values across the division. It focuses and highlights an area that has never been brought to life, even though it has been intended for many years. It is a wholistic and balanced approach to education, fostering the development of identity. It emphasizes reflective practice and research. It increases the confidence and cultural competency of all staff, and helps us to overcome our fear of “other” or the “unknown” It emphasizes the worth of all and brings greater awareness of cultures and values in cultures, such as respect, humility. It is a healing process that unites us, rather than divides us. Examples of what FNME is not: It is not activities in isolation, such as having a craft activity, or one-day celebration – this is a place “to start”. It is not stereotypical portrayals of FNM Peoples, except when used to contrast and teach about stereotypes. It is not an “us vs. them”, divisive approach to education.
A Time for Significant Leadership
Catalyst Leadership Team
Key Messages
DRAFT – October 21, 2008
The work of the Catalyst Leadership Team is to support schools within the division to plan and set goals in First Nations and Métis Education (FNME). These goals are intended to be connected to the division’s continuous improvement plan, as well as existing school learning improvement plans.
WHY FNME?
Why First Nations and Métis Education is a Priority for the Government
The continued success of our province lies with the transformation of our existing systems and institutions to embrace and reflect the needs and voices of all our people. Publicly funded education has a critical role to play in ensuring that every child and young person has the opportunity to achieve learning success and grow to become community and global citizens. Schools are the public institution with the capacity and responsibility to foster shared understanding and respect among diverse groups.
SASKATCHEWAN’S DEMOGRAPHIC SHIFT. In 2001, 13.5% of Saskatchewan’s population described themselves as First Nations or Métis. Saskatchewan has the second highest proportion of First Nations and Métis population in the country. The First Nations and Métis population is, on average, ten years younger than the non-Aboriginal population in Saskatchewan. It is expected that by 2016 approximately 45% of the children entering kindergarten will be of First Nations or Métis ancestry.
A MORAL IMPERATIVE: Need for Significantly Improved Learning Outcomes. In Saskatchewan, only 30% of First Nations and Métis peoples aged 15-24 years have completed at least high school education. First Nations and Métis students have a higher dropout rate and lower high school completion rate than non-Aboriginal K-12 students. In recognition of the increased expectation for accountability and improved outcomes for all children and youth in the province, it is necessary to reinforce the need for equitable outcomes for First Nations and Métis learners.
AN ECONOMIC IMPERATIVE: Need for Enhanced Labour Market Attachment for First Nations and Métis Peoples. Saskatchewan has an aging population that is remaining constant. The young and growing population of First Nations and Métis children and youth is potentially Saskatchewan’s greatest asset in meeting the challenges associated with an aging workforce. The current unemployment rate among First Nations and Métis peoples in Saskatchewan is 23% compared to the unemployment rate for Saskatchewan’s total population at fewer than 5%.
A HISTORICAL IMPERATIVE: Need to Respect Treaty Obligations. The Constitution of Canada recognizes and affirms the existing Aboriginal and treaty rights of First Nations and Métis peoples of Canada. These rights reflect a responsibility for federal and provincial governments to work in partnership with First Nations and Métis peoples to achieve equitable outcomes.
What is FNME?
It is “Learning Excellence” for everyone.
It is based on national and local statistics and data that tell us there is a need for improve in this area.
It is based on provincial education policy goals and principles.
It is learning from the land and looking at our geographical area as a place that is rich with the history of FNM Peoples.
It is recognizing that despite low current populations of FNM Peoples, there were once many people that lived here. Demographic data tell us that in the future the population will rise.
It strengthens what we are already doing – differentiated and inclusive education, and provides opportunities to include traditional pedagogical practices, such as Talking Circles.
It is an opportunity to unify our division/province/people, and to see the common threads and shared values across the division.
It focuses and highlights an area that has never been brought to life, even though it has been intended for many years.
It is a wholistic and balanced approach to education, fostering the development of identity.
It emphasizes reflective practice and research.
It increases the confidence and cultural competency of all staff, and helps us to overcome our fear of “other” or the “unknown”
It emphasizes the worth of all and brings greater awareness of cultures and values in cultures, such as respect, humility.
It is a healing process that unites us, rather than divides us.
Examples of what FNME is not:
It is not activities in isolation, such as having a craft activity, or one-day celebration – this is a place “to start”.
It is not stereotypical portrayals of FNM Peoples, except when used to contrast and teach about stereotypes.
It is not an “us vs. them”, divisive approach to education.
PowerPoint for Administrators Meeting